Distributed leadership: taking a retrospective and contemporary view of the evidence base

Harris, Alma; Jones, Michelle; Ismail, Nashwa

doi:10.1080/13632434.2022.2109620

Cited by 39 publications

(22 citation statements)

References 56 publications

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“…Distributed leadership is an approach that emerged from the social sciences aiming to disperse decision‐making from smaller to larger collective groups and increase productivity and innovation in complex organizations 9,10 . Distributed leadership was used as a methodology to broadly engage diverse perspectives in the development of the UNC EPAs assessment framework (See Figure 1).…”

Section: Methodsmentioning

confidence: 99%

“…Distributed leadership is an approach that emerged from the social sciences aiming to disperse decision-making from smaller to larger collective groups and increase productivity and innovation in complex organizations. 9,10 Distributed leadership was used as a methodology to broadly engage diverse perspectives in the development of the UNC EPAs assessment framework (See Figure 1). The work began with the Curriculum Innovation Steering Committee (CISC) which set the vision and transferred the work to the four curriculum phase teams to operationalize the vision.…”

Section: Epas Development Processmentioning

confidence: 99%

“…Distributed leadership was used as a strategy to increase engagement, shared management, and decision-making to allow for greater buy-in. Harris and colleagues 9,10 outline the relationship between distributed leadership and positive changes and organizational development. Below are details on the various stages in the EPAs development.…”

Section: Epas Development Processmentioning

confidence: 99%

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Developing entrustable professional activities for general dentistry at the University of North Carolina

Quinonez,

Broome,

Nesbit

et al. 2023

Journal of Dental Education

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IntroductionAs part of curriculum innovation, the University of North Carolina (UNC) Adams School of Dentistry identified core entrustable professional activities (EPAs) that graduates must demonstrate for practice readiness. This paper describes the development of the UNC EPAs and the perceptions of the general dentistry faculty.MethodsUpon establishing a blueprint of knowledge, skills, and attitudes of UNC graduates, using a distributed leadership approach, faculty teams developed EPAs focused on the patient care process. The American Dental Education Association Compendium of Clinical Competency Assessments and Commission on Dental Accreditation Standards informed the team's work. Perceptions of the assessment framework were examined using a questionnaire completed by 13 general dentistry faculty considering the importance, accuracy, and agreement of each EPA, associated domains of competence, and encounter management on a 6‐point rating scale.ResultsDistributed leadership was a useful strategy in EPA development to disperse decision‐making and build ownership. Through multiple iterations, four EPAs (assessment, plan of care, collaborative care, and provision of care) with associated sub‐EPAs emerged. EPAs included a description, required knowledge and skills, and rubrics for assessment. The general dentistry faculty reported a high level of importance, accuracy, and agreement with EPAs, domains of competence, and encounter management.DiscussionEPAs provide a standardized manner to describe the comprehensive work dentists perform, shifting away from individual competencies. The UNC EPAs provide the foundation for longitudinal measures of competence preparing graduates for independent practice. With limited EPAs frameworks available in dentistry, we aim to inform the development and implementation of EPAs across dental education.

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Section: Methodsmentioning

confidence: 99%

Section: Epas Development Processmentioning

confidence: 99%

Section: Epas Development Processmentioning

confidence: 99%

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Developing entrustable professional activities for general dentistry at the University of North Carolina

Quinonez,

Broome,

Nesbit

et al. 2023

Journal of Dental Education

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“…La literatura académica afirmó en 2008 (Leithwood et al) y revalidó recientemente (Leithwood et al, 2020) que "el liderazgo escolar puede tener una influencia especialmente positiva en los resultados de la escuela y los estudiantes cuando se distribuye" (p. 11). Este liderazgo considera las interacciones entre los miembros de la comunidad, que actúan como líderes o como colaboradores sin que esos roles sean siempre fijos (Harris et al, 2022). Se ha comprobado que el liderazgo distribuido consigue los mejores resultados en los contextos más vulnerables (Leithwood et al, 2020;Harris et al, 2022), y que "algunos patrones de distribución son más efectivos que otros" (Leithwood et al, 2020, p.11).…”

Section: Introductionunclassified

“…Este liderazgo considera las interacciones entre los miembros de la comunidad, que actúan como líderes o como colaboradores sin que esos roles sean siempre fijos (Harris et al, 2022). Se ha comprobado que el liderazgo distribuido consigue los mejores resultados en los contextos más vulnerables (Leithwood et al, 2020;Harris et al, 2022), y que "algunos patrones de distribución son más efectivos que otros" (Leithwood et al, 2020, p.11). Concretamente, se advierte mayor efectividad cuando la distribución incluye alineamiento planificado y centrado en la visión del centro, y se basa en el optimismo académico de altas expectativas.…”

Section: Introductionunclassified

Percepciones de directivos escolares en centros de contextos desfavorecidos sobre el liderazgo y la organización escolar

et al. 2023

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En la literatura de investigación se plantea que para mejorar las organizaciones educativas se necesita un liderazgo centrado en el aprendizaje, inclusivo y ampliamente distribuido. En el presente artículo, mediante un diseño de métodos mixtos secuencial explicativo, se analiza cómo los directores perciben y ejercen el liderazgo y cómo distribuyen el tiempo en el ejercicio de sus funciones. La muestra la componen 21 directivos pertenecientes a ocho centros educativos situados en contextos desfavorecidos de la Comunidad de Madrid (España), en los que se va a aplicar un nuevo programa de liderazgo para la educación integral. Los resultados de cuestionarios y entrevistas muestran que los directivos son conscientes de la importancia del liderazgo para la mejora. Sin embargo, encuentran obstáculos para su puesta en práctica, de modo que la distribución de su tiempo directivo no concuerda con sus supuestos teóricos. El artículo compara estos resultados con los de otras investigaciones y con la literatura académica disponible, y sugiere algunas recomendaciones a tener en cuenta para mejorar el liderazgo en estos centros educativos.

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Driving Innovation: Exploring the Effect of Distributed Leadership on Collective Teacher Innovativeness in Chinese Schools

Cao,

Huang,

Shao

et al. 2024

Asia-Pacific Edu Res

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Distributed leadership: taking a retrospective and contemporary view of the evidence base

Cited by 39 publications

References 56 publications

Developing entrustable professional activities for general dentistry at the University of North Carolina

Developing entrustable professional activities for general dentistry at the University of North Carolina

Percepciones de directivos escolares en centros de contextos desfavorecidos sobre el liderazgo y la organización escolar

Driving Innovation: Exploring the Effect of Distributed Leadership on Collective Teacher Innovativeness in Chinese Schools

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